SEN Pastoral Support Worker

Do you want a job where you can really make a difference? Come and join our friendly, supportive and multi-cultural school where staff development is a priority. We are looking for outstanding and committed professionals who want to succeed with us

Purpose of the post:

To work as part of our Learning Support Department to guide and support students in order to overcome their barriers to learning. To improve the achievement, progress, conduct and character development through the use of targeted interventions, developed alongside the SENCO, to support students with special educational needs. To help the students fulfil their potential as a learner and as a person.

Hours: Term time only plus 2 Inset days with three Support Staff Days off during term time, 35 hours per week 45 weeks per year.

Accountable for: The progress, conduct, achievement and learning of students.

Accountable to: SENCO

Accountabilities:

To assist the SEN team in the personal development of students towards values, character strengths, attitudes and behaviour of a type necessary to take full advantage of the educational opportunities and learning processes offered to them by the school.

To communicate with the appropriate members of the school, including Form Tutors, the appropriate year teams, teachers and key workers so that they are aware of the needs, targets and strategies which are most appropriate for this cohort. To update teachers on support strategies in line with students needs.

To monitor the educational progress of students and intervene to assist them in overcoming obstacles to their progress. To use assessment data to identify and intervene in areas of underachievement and to ensure parents are involved and informed of their children’s progress.

To act in consultation with others (Head of Year, SLT, SENCO, Heads of Department) to implement intervention strategies to remove any obstacles to learning. To support these students in the classroom where necessary, to work with them individually or in small groups, as appropriate.

To undertake mentoring and reflection activities with students so that poor behaviours can be both prevented and addressed.

To work alongside key stakeholders to support information gathering and submission of external referrals.

To ensure that any liaison with outside agencies, parents and the community is of benefit to our students.

To be a strong, visible presence in the school, assisting with duty and lesson changeover time to ensure that student conduct is orderly and positive.

To work with families to ensure that they are aware of the possible barriers to learning and how best to overcome them, working on forging the best possible relationships with school to work towards our agreed common goals.

To ensure that the maintenance of pupil records is efficient and provides a useful ‘information service’, gathering and imparting appropriate information to others in the school.

To enrich the curriculum in terms of trips, supporting homework clubs and study clubs for this cohort.

To support year teams by attending and contributing to their key events such as assemblies and parents’ evenings. To assist in meeting this cohort on Raising Achievement day.

To attend SENplan meetings, MAP meetings, Inclusion meetings, department, pastoral or year team meetings, as required. To support at Annual Reviews, if

To support students with regulating, both during class time and outside of the classroom to reduce the number of behaviour incidents.

To support in delivering an emotional literacy programme to equip students with the skills to regulate.

To support in the running of interventions and strategies to give students the opportunity to reflect on their behaviour.

To work closely with the Child Protection Team, the LAC Co-ordinator and Mental Health Lead to ensure joined up thinking for the most vulnerable students in our school community.

Specific Accountabilities:

1. To assist the SENCO in the oversight of the care, welfare and behaviour of a specified cohort of identified SEN children.
2. To oversee the use of available data and the monitoring of the academic progress of this cohort.
3. To set behaviour and conduct targets for students as required and to monitor the meeting of those targets.
4. To ensure that a programme of intervention for these students who may not be meeting their targets is devised and followed, in line with the needs of these students.
5. To ensure that any programme of intervention or agreed targets is shared with key staff, such as key workers, year teams and teachers
6. To undertake mentoring and reflection activities.
7. To pick up and deal with behaviour incidents, to investigate incidents and to follow up with ongoing restorative work in line with students needs.
8. To undertake duty and patrol as required.
9. To oversee the recording of relevant information for students including mentoring sessions, interventions and/or other any other work that takes
10. To ensure the satisfactory appearance of students in this cohort, giving support to Form Tutors and the Pastoral team in their attempts to ensure that the students are wearing correct uniform.
11. To assist in the organisation of SEN enrichment activities
12. To contribute to and participate in the in-service training of whole school staff, as part of the wider CPD programme.
13. To encourage widening participation and educational enrichment.
14. To assist in facilitating an area of the school where there is space for emotional support for those students who may need it.

General:

1. To participate in appropriate meetings with colleagues and parents to facilitate the proper execution of the postholder’s responsibilities.

2. To undertake a share of general supervisory duties in accordance with the school’s organisation of duty rosters.

This job description is not necessarily a comprehensive definition of the post. It may, from time to time, be subject to modification or amendment in consultation with the holder of the post and other relevant parties.

Person Specification - Requirements

Qualifications

• Appropriate qualifications and demonstrable relevant experience for professionals other than teachers

Professional Knowledge and Experience

• Understanding and/or experience of current developments in secondary
• Understanding and experience of child protection and safeguarding issues.
• Understanding and experience of tackling the social, emotional and psychological obstacles to students’ learning and achievement.
• Understanding of current approaches to assessment, recording and reporting procedures at various levels.
• Knowledge of the implications for working in a multicultural environment.
• Knowledge and understanding of issues related to equal opportunities and their implications for classroom practices in teaching.
• Understanding of children with Special Educational Needs and the barriers that they may far in a mainstream school

Professional Skills - to be demonstrated to the interviewing panel’s satisfaction

• Ability to liaise with other teaching staff and work in co-operation with
• Ability to motivate pupils through the use of a variety of methods and the setting of appropriate goals and monitoring of progress.
• Ability to assess, monitor and report on students’ progress.
• Ability to communicate effectively orally and in writing.
• Ability to interpret and track student progress through the use of data.
• Ability to successfully encourage students to the highest standards of individual achievement.

Educational Commitment

• Commitment to the promotion of positive images and equality of opportunity for all students, irrespective of gender, sexuality, disability or ethnicity.
• Commitment to the school’s Mission Statement.
• Commitment to addressing whole-school issues and cross-curricular themes in the subject, including literacy, numeracy, Student Voice, Assessment for Learning, G&T, Personalising Learning, work-related learning and enterprise
• Commitment to the achievement of quality in education through Continuous Professional Development.
• Commitment to the development of links between the school, home and the
• Commitment to providing a supportive environment for the pupils particularly for those with special educational needs.
• Commitment to developing and using the VLE/ICT for the benefit of students’ learning

As well as working alongside friendly, supportive colleagues, what does GHS offer you?

• a supportive approach to approving staff leave of absences;
• small class sizes where possible;
• financial assistance for Masters and further degrees;
• a partnership with the Institute of Education and Teach First;
• free on-site car parking spaces and secure bicycle storage;
• free access to sporting facilities and fitness gym;
• a range of health & well-being services including access to the ‘Workplace Options’ staff support scheme and onsite counselling;

We place a high priority on valuing and supporting our staff team and are looking for outstanding professionals who desire to help young people gain the knowledge and skills to succeed in life. If you share our vision and want to join a school where your skills as a professional will be recognised and valued, please apply by downloading the application form from our website and returning to the HR Manager

Please note CV’s are not accepted. Applicants are expected to ensure their applications are written in their own words. We reserve the right to use an AI checker on any application.

G**reenford is committed to safeguarding and promoting the welfare of children and young people. Successful applicants will undergo mandatory pre-employment checks including previous employment reference checks, Police checks with the Disclosure & Barring Service (DBS), medical fitness assessment and social media content checks**

Welcome to Greenford High School, a high achieving, truly non-selective comprehensive.

Our motto, ‘Learning to Succeed’, encapsulates our vision; we are all on a continuous journey of learning, whilst trying to achieve success in everything that we do. Our academic results are outstanding, and regularly place us in at least the top 5% of schools nationally. Our expert, carefully chosen teachers, our broad, exciting curriculum and our focused approach to developing strong study habits all mean that Greenford High is a dynamic yet disciplined place to learn.

We are known for strong relationships between staff and students; this means that
individual talents are nurtured and challenges are overcome quickly.

Greenford High School is a unique place for students and staff to grow, develop and succeed.